Librarian? Teacher? Navigator? Information Literacy, Library Instruction, and the Changing Role of Librarian

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Michigan State University Library Instruction Unit: Stephanie Perentesis, Sara Miller, Michelle Allen, Benjamin Oberdick …

Michigan State University Library Instruction Unit: Stephanie Perentesis, Sara Miller, Michelle Allen, Benjamin Oberdick

Presented to LAMP Scholars, May 22, 2010, East Lansing, Michigan

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  • Ben will pass out and explain clickers
  • Stephanie
  • Sara Outcome based etc, Pedagogies appropriate to group
  • Ben
  • Discussion:  Explain time, space and pedagogical constraints. tension between expectations and best practice,   Purpose of modules - supplementary rather than substitute for face to face Point of need instruction    Curricular inteegration:  Make sure outcomes support Tier I outcomes and also information literacy outcomes. this has to be uniform.   Need for collboration Setting a precedent for last minute scheduling
  • Michelle  
  • Topics addressed: working with faculty, teachable moments, need to be flexible and adaptable   referral to subject specialist
  • Stephanie (Sara)  
  • Focus: always keep student needs at the forefront What would help raise information literacy levels? What would detract? Think from the perspective of: distance students, nonusers, first year students, first-generation students, those who may not know “lingo,” basic questions at desk, etc.   Need to develop relationships across library departments, with web designers  and deciders Negotiation: Infolit does not just occur within our department.  It is our assignment.  Advocacy role - recognizing the diversity of users of our site. Who do you design for? How do you define your users?
  • Ben    
  • Emphasize: Help focus on outcomes and what they want the students to really get out of class   Focus on inquiry – what are the questions that students will need resources to pursue? Partnership with other librarians   Have toolkit of possible practical resources and strategies, observations Staff development, we want to be a resource for them - again, collaboration We need to make sure that we are up on our own prof dev in order to help others
  • Sara  (Stephanie)
  • Sara (Stephanie)

Transcript

  • 1. Librarian? Teacher? Navigator? Information Literacy, Library Instruction, and the Changing Role of Librarian Stephanie Perentesis, Library Instruction Coordinator Sara Miller, Assistant Library Instruction Coordinator Michelle Allen, Instruction Librarian Benjamin Oberdick, Instruction Librarian
  • 2. Unit Goals
      • Instruction in constantly changing environments and formats
      • Tours, classroom instruction, online materials, and more
      • From pre-college programs to emeriti faculty
  • 3. Unit Goals - Pedagogy
      • Collaboration with first-year writing program
      • Best practices for teaching and learning
  • 4.
    • A day in the life...
  • 5. 8:00 AM It’s the first week of class, and an instructor calls you with the following request: “ I need a library session for my 50 first-year writing students tomorrow morning. They need to learn how to search JSTOR, search the catalog, find primary sources, and do MLA citations. They also need to get a basic orientation to the library. We have half an hour.” What would you do?
  • 6. What's the best choice?
    • Give pointers for the instructor to do his or her own session
    • Direct instructor to library instruction request form online
    • Offer to work with the instructor to create an alternate plan
    • Give instructor a link to online tutorials
    • Clear your schedule and do the session
    • Other?
  • 7. 10:00 AM You’re working reference, and a student asks where she can find the print journals for sports medicine. You ask if she’s looking for a specific article, and she tells you that her assignment requires her to have a print copy of any recent journal article on sports science, and she’s “not allowed to use the Internet.” All the sports science journals are received electronically – and have been so for the past 6 years. Her assignment is due tomorrow. What would you do?
  • 8. What's the best choice?
    • Try looking at the assignment to confirm what the instructor actually wants
    • Explain that a PDF article is the same as print
    • Tell the student that there's no way to complete the assignment as written without talking to the professor
    • Other? 
  • 9. 2:00 PM You’re at a library-wide meeting about proposed changes to the library’s home page. You're concerned because, according to your observations of students’ information-seeking behavior, the changes seem like they will create confusion among users.    What would you do?
  • 10. What's the best choice?
    • After the meeting, send an e-mail to all library staff highlighting the details of what's wrong on the page
    • Present alternative options, along with rationale, that support wider information literacy objectives
    • E-mail web designer and her supervisor to request a private meeting
    • Other?
  • 11. 4:00 PM A librarian colleague calls you and says, “Help! I have a class coming up soon and I need some fresh ideas for teaching!” What would you do?
  • 12. What's the best choice?
    • Schedule a meeting with him to get more details on the class and help brainstorm ideas for the session
    • Tell him you'll teach the class for him in order to show him how to do it
    • Send him a bibliography about learning theory 
    • Other? 
  • 13.
      • Flexible and adaptable
      • Student needs always at the forefront
      • Information literacy is much larger than just classes, tours, or teaching
  • 14.
      • Librarian, teacher, navigator, and negotiator
  • 15. Contact Us
    • Stephanie Perentesis
    • [email_address]
    • 517.884.0836
    • Sara Miller
    • [email_address]
    • 517.884.0835
    • Michelle Allen
    • [email_address]
    • 517.884.0892
    • Benjamin Oberdick
    • [email_address]
    • 517.884.0895